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Figure 2 The Performance Model object). Table 1 offers a thumbnail definition for each of
the components of performance, as well as an idea of what
each component might look like for the performance of
bird watching.
Supporting and Improving Performance
mathematical, let’s substitute something real and familiar What is powerful about the Theory of Performance (and
for X: bird watching. In the Theory of Performance (2007), Performance Model) is that, with the exception of fixed
Elger synthesized the scholarship and teaching practices factors, any of the components of performance may
regarding performance criteria, performance measures, be targeted and improved in order to improve overall
and the culture of assessment and growth to analyze performance. (And though fixed factors cannot be altered,
the nature of performance, itself. He offered a model of they can often be accounted and compensated for.)
performance that delineates the components that contribute Existing scholarship addresses how each component not
to the quality of a performance. These are identity, only affects performance, but can be improved. The Life
learning skills, knowledge, context, personal factors, and Vision Portfolio (Mettauer, 2002) focuses on identity and
fixed factors (see Figure 2). A helpful learning object how to clarify and strengthen it. Learning skills, more than
about the Performance Model and Theory of Performance any other component of performance, have been dealt with
is available at: www.pcrest2.com/LO/performance (Pacific comprehensively elsewhere in this article (see the section
Crest, 2012; see Figure 3 for a screenshot of this learning Classification of Learning Skills, Apple, Beyerlein, Leise,
& Baehr, 2007); it remains only to be noted that targeting
learning skills in order to improve a specific performance
area also improves other performance areas as well as
the performance of learning itself. Bobrowski (2007) and
Nygren (2007) offer a great deal of insight on knowledge
and, more specifically, levels of knowledge and how to
elevate them. The concept of context for performance is
addressed by Quarless (2007) with “context” (conditional
environment) and “way of being” (values and culture) as
Figure 3
30 International Journal of Process Education (February 2016, Volume 8 Issue 1)
